When Byron High School flipped its math classrooms in 2010, other models of blended learning were not widely used or known about. The Flipped Classroom model was the first model that the school learned about, and the math teachers thought it would be a good fit for their school.
The biggest challenge for math teachers at Byron High School has been getting their students to truly engage with the video lessons. Young people are used to watching videos for entertainment, but watching videos for learning requires a very different mindset. Even though 90% of students access course Moodle pages after school and on weekends, it can be difficult to get some students to do the preparation outside of class that is necessary for participation in a Flipped Classroom model. This is one reason why some math courses are using the mastery-based structure, in which students may watch the video lessons in the classroom.
Mr. Faulkner encourages schools and teachers that want to switch to a Flipped Classroom model to â€œjump in and try it.â€ He cautions them, however, to start small by flipping just one course at a time. Byron High School flipped all of its math courses from the get-go, which required a lot of extra work.
Byron High School is actually a rural school but in reality is like a suburban school since we are 8 miles from Rochester MN home of the Mayo Clinic.
In January 2010 the Byron High School Mathematics Department had the perfect mathematical storm. The school had old books that were falling apart and didn't have the money for new books because of budget cuts. Also, students never read and only used the books for homework problems. The school and mathematics department were looking for ways to improve and decided to stop using textbooks and start writing their own curriculum. Knowing that parents and students would need resources to use at home, the school choose to record math lessons and put them online for students and parents to use. In the fall of 2010, Math Department Head Troy Faulkner decided to pilot the flipped classroom model. Students liked the model and Faulkner saw an increase in student engagement and test scores, so he continued to implement the flipped classroom and the rest of his department soon followed suit. In the fall of 2011 the Byron High School mathematics department won the Intel School of Distinction for High School Mathematics.
The math department has implemented different forms of flipped learning including the Peer Instruction Flipped Learning model and the Mastery Flipped Learning models. Flipped learning has spread to the middle school and a few other departments at the high school.
Contact: Troy Faulkner
Byron High School
1887 2nd Ave NW
In 2012-2013 Minnesota used the Minnesota Comprehensive Assessment-II (MCA-II) to test students in math in grade 11. The MCA-II is a standards-based test, which means it measures specific skills defined for each grade by the state of Minnesota. The goal is for all students to score at or above the state standard.
In 2013-2014 Minnesota used the Minnesota Comprehensive Assessment-III (MCA-III) to test in math in grades 3 through 8 in reading in grades 3 through 8 and 10 and in science for grades 5 and 8, and once in high school. The MCA-III is a standards-based test, which means it measures specific skills defined for each grade by the state of Minnesota. The goal is for all students to score at or above the state standard.
In 2012-2013 Minnesota used Minnesota Comprehensive Assessment-II Graduation-Required Assessments for Diploma (MCA-II/GRAD) to test students in grade 9 in writing and 11 in math. The MCA-II/GRAD is a standards-based test, which means it measures specific skills defined for each grade by the state of Minnesota. Students must pass the MCA-II/GRAD in order to graduate from high school. The goal is for all students to score at or above the state standard.